8th Grade - matsuk12.us

8th

Grade Instructional Focus:

Reading Standards for Literature

Key Ideas and Details

Standard Objective Examples

RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Students will:

Cite textual evidence that strongly

supports an analysis of what the text

says explicitly.

Use inferences drawn from the text to

support an analysis.

Relevance and Application

1. On a daily basis, people are confronted with

multiple points of view. Analyzing viewpoints

and perspectives will help them see both sides

of an issue.

2. Having the opportunity to explore a variety

of authors and literature will expand

personal interest and choice of reading.

3. Communicating with others in book clubs

and via social networking sites such as

Shelfari and Library Thing allow students

to make connections and explore other

points of view.

Questions

1. What motivates you to keep reading a book?2. How do readers adjust thinking strategies to

better understand texts?

3. How are literary texts similar? How are

they different?

4. Why does point of view matter? How does it

contribute to conflict? How can point of view

reduce conflict? How do different characters

represent different points of view?

5. How does a reader determine the primary

message that the author wants interpreted

from the passage? How can readers support

their opinions from using evidence within

texts?

6. How do different authors approach story

elements?

7. Why does a particular literary work hold

value for someone?

*Inquiry Questions pertain to multiple objectives.

RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; restate and summarize main ideas or events, in correct sequence, after reading a text.

Students will:

Determine a theme or central idea of a

text.

Analyze the theme’s development overthe course of the text, including itsrelationship to the characters, settingand plot.

Provide an objective summary of

the text.

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Students will:

Analyze how particular lines of

dialog or incidents in a story or drama

propel the action, reveal aspects of a

character, or provoke a decision.

Craft and Structure


RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Students will:

Determine the meaning of words and

phrases as they are used in a text,

including figurative and connotative

meanings.

Analyze the impact of specific wordchoices on meaning and tone, includinganalogies or allusions to other texts.

CC Apvd. 4/25/2015 MSBSD School Board Apvd. 5/20/2015

RL.8.5 Analyze the overall

structure of a text: compare and

contrast the structure of two or

more texts and analyze how the

differing structure of each text

contributes to its meaning and

style.

Students will:

Analyze the overall structure of a text:compare and contrast the structure of

two or more texts.

nalyze how the differing structure of

each text contributes to its meaning

and style.

RL.8.6 Analyze author’s purpose and how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Students will:

Analyze author’s purpose.

Analyze differences in the points of

view of the characters and the

audience or reader, and create such

effects as suspense or humor.

Integration of Knowledge and Ideas


RL.8.7 Analyze the extent to which a filmed or live

production of a story or drama

stays faithful to or departs from

the text or script, evaluating the

choices made by the director or

actors (e.g., Old Yeller, Brian’s

Song, The Miracle Worker).

Students will:

Analyze the extent to which a

filmed or live production of a

story or drama stays faithful to

or departs from the text or

script.

valuate the choices made by the

director or actors.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Students will:

Analyze how a modern work of fiction

draws on themes, patterns of events, or

character types from myths, traditional

stories, or religious works.

Describe how the material is rendered

new.

Range of Reading and Level of Complexity


RL.8.10 By the end of the year,

read and comprehend a range of

literature from a variety of

cultures, within a complexity

band appropriate to grade 8 (from

upper grade 7 to grade 9), with

scaffolding as needed at the high

end of the range.

Students will:

Read and comprehend a range of

literature from a variety of cultures,

within a complexity band

appropriate to grade 8.


Reading Standards for Informational Text

Key Ideas and Details


RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Students will:

Cite textual evidence that strongly

supports an analysis of what the text

says explicitly. Use inferences drawn from the text to

support an analysis.

Relevance and Application

1. While reading science and social studies

texts, readers analyze details for relevance

and accuracy.

2. When reading for information, people

think about the credibility of the author to

be sure that the information is current and

accurate.

3. When reading to learn a procedure, consumers

need to comprehend and follow directions

accurately.

4. Voters need to understand both the

gist of a proposition and the details.

5. The exponentially growing access to

information of all types on the Internet

make it essential for students to practice

and hone skills for evaluating online

information and learn how to efficiently

and effectively locate reliable information

sources

Questions

1. Why is it important to critique an author’s

credentials? Why is this author qualified to

write this informational text?

2. How and when do readers adjust reading

strategies to better understand different

types of text?

3. Why do authors use specific text features to

convey a message?

4. How do readers know if the text is

informing them or trying to persuade them?

5. How does comprehension of

informational text contribute to lifelong

learning?6. How can bias influence the reader?

7. Which texts do you connect with and why?

What elements make a text more attractive

to some readers than others?

*Inquiry Questions pertain to multiple objectives.

RI.8.2 Determine a central idea and subtopics of a text and analyze their development over the course of the text, including their relationship to supporting ideas; restate and summarize the central idea or events, in correct sequence when necessary, after reading a text.

Students will:

Determine a central idea and

subtopics of a text.

Analyze the development of the centralideas and subtopics over the course ofthe text.

Restate and summarize the central

idea or events, in correct sequence

when necessary, after reading a text.

RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Students will:

Analyze how a text makes

connections among and

distinctions between individuals,

ideas, or events


Craft and Structure


RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Student will:

Determine the meaning of words and

phrases as they are used in a text,

including figurative, connotative, and

technical meanings.

Analyze the impact of specific wordchoices on meaning and tone, includinganalogies or allusions to other texts.

RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Students will:

Analyze in detail the structure of a

specific paragraph in a text.

Analyze the role of particular

sentences in developing and refining

a key concept.

RI.8.6 Determine an author’s purpose (to inform, persuade, entertain, critique, etc.) and point of view in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Students will:

Determine an author’s purpose in a text.

Students will determine author’s pointof view in a text.

Analyze how the author

acknowledges and responds to

conflicting evidence or viewpoints.

Integration of Knowledge and Ideas


RI.8.7 Evaluate the advantages and disadvantages of using different media (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Students will:

Evaluate the advantages and

disadvantages of using different

media to present a particular topic

or idea.

RI.8.8 Delineate and evaluate the argument and specific claims in a text (e.g., identify bias and propaganda techniques, well-supported logical arguments), assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Students will:

Delineate and evaluate the argument

and specific claims in a text.

Assess whether the reasoning is soundin the text and the evidence is relevant

and sufficient.

Recognize when irrelevant evidence is

introduced.

RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Students will:

Analyze a case in which two or more

texts provide conflicting information

on the same topic.

Identify where the texts disagree on

matters of fact or interpretation.

Range of Reading and Level of Text Complexity


RI.8.10 By the end of the year, read and comprehend literary nonfiction, within a complexity band appropriate to grade 8 (from upper grade 7 to grade 9), with scaffolding as needed at the high end of the range.

Students will:

Read and comprehend literary

nonfiction, within a complexity band

appropriate to grade 8.


Writing Standards

Text Types and Purposes


W.8.1 Write arguments tosupport claims with clear reasonsand relevant evidence; a.

Introduce claim(s), acknowledgeand distinguish the claim(s) fromalternate or opposing claims, andorganize the reasons andevidence logically; b. Supportclaim(s) withlogical reasoning and accurate,relevant evidence, using crediblesources and demonstrating anunderstanding of the topic ortext; c. Use words, phrases, andclauses to create cohesion andclarify the relationships amongclaim(s), counterclaims, reasons,and evidence; d. Establish andmaintain a formal style; e.

Provide a concluding statementor section that follows from andsupports the argument presented.

Students will:

Write arguments to support

claims with clear reasons and

relevant evidence:

Introduce claim(s), acknowledge and

distinguish the claim(s) from

alternate or opposing claims,

Organize the reasons and

evidence logically.

Support claim(s) with:

Logical reasoning and accurate,

relevant evidence, using credible

sources

Demonstrate an understanding of thetopic or text.

Use words, phrases, and clauses

To create cohesion

Clarify the relationships among

claim(s), counterclaims, reasons, and

evidence.

Establish and maintain a formal style.

Provide a concluding statement or

section that follows from and

supports the argument presented.

Examples:

1. Write an argumentative essay that includes a

thesis, supporting ideas and a conclusion.

2. Use model student essays to analyze

technique, organization and purpose.

Question Stems:

1. What tools do readers use to summarize ideas

as they read?

2. What types of informational texts are there

and what are their purposes?3. How does a writer gather information to

create informative/explanatory pieces of

writing?

4. If you could persuade someone to do

something that you wanted, what would that

be? How might you go about persuading

them in writing?

5. What types of words and techniques do

authors use when they are trying to convince

or persuade others to do what they want?

6. When can an author’s influence or persuasion

be dangerous? Helpful?

W.8.2 Writeinformative/explanatory texts toexamine a topic and conveyideas, concepts, and informationthrough the selection,organization, and analysis ofrelevant content; a. Introduce atopic clearly, previewing what isto follow; organize ideas,concepts, and information intobroader categories; includeformatting (e.g., headings),graphics (e.g., charts, tables),and multimedia when useful toaiding comprehension; b.

Develop the topic with relevant,well-chosen facts, definitions,concrete details, quotations, orother information and examples;c. Use appropriate and variedtransitions to create cohesion andclarify the relationships amongideas and concepts; d. Useprecise language and domain-specific vocabulary to informabout or explain the topic; e.

Establish and maintain a formalstyle; f. Provide a concludingstatement or section that followsfrom and supports theinformation or explanationpresented.

Students will:

Write informative/explanatory texts to

examine a topic and convey ideas,

concepts, and information through the

selection, organization, and analysis of

relevant content. a. Introduce a topic

clearly:

Previewing what is to follow;

Organize ideas, concepts, and

information into broader categories;

Include formatting, graphics, andmultimedia when useful to aidingcomprehension.

Develop the topic with:

Relevant, well-chosen facts,

definitions,

Concrete details,

Quotations,

Or other information and examples.

Use appropriate and varied

transitions to:

Create cohesion

Clarify the relationships among

ideas and concepts.

Use precise language and domain-

specific vocabulary to inform about

or explain the topic.

Establish and maintain a formal style.

Provide a concluding statement or

section that follows from and supports

the information or explanation

presented

Examples:


technique, organization and purpose.2. Research and write an

informational/explanatory essay.

Question Stems-

1. What tools do readers use to summarize

ideas as they read?

2. What types of informational texts are

there and what are their purposes?

3. How does a writer gather information to


writing?4. If you could persuade someone to do

something that you wanted, what would that

be? How might you go about persuading them

in writing?

5. What types of words and techniques do authors

use when they are trying to convince or

persuade others to do what they want?

6. When can an author’s influence or persuasion

be dangerous? Helpful?


W.8.3 Use narrative writing todevelop real or imaginedexperiences or events usingeffective technique, relevantdescriptive details, and well-structured event sequences; a.

Engage and orient the reader byestablishing a context and point of view and introducing a narratorand/or characters; organize anevent sequence that unfoldsnaturally and logically; b. Usenarrative techniques, such asdialogue, pacing, description, andreflection, to develop experiences, events, and/or characters; c. Use a variety of transition words,phrases, and clauses to conveysequence, signal shifts from onetime frame or setting to another,and show the relationships among experiences and events; d. Useprecise words and phrases,relevant descriptive details, andsensory language to advance theaction and convey experiencesand events; e. Provide aconclusion that follows from andreflects on the narratedexperiences or events.

Students will:

Use narrative writing to develop real

or imagined experiences or events

using:

Effective technique

Relevant descriptive details Well-structured event sequences.

Engage and orient the reader by:

Establishing a context and point of

view

Introducing a narrator and/or characters

Organize an event sequence that

unfolds naturally and logically.

Use narrative techniques, such

as:

Dialogue

Pacing

Description

Reflection, to develop experiences,

events, and/or characters.

Use a variety of transition

words, phrases, and clauses to:

Convey sequence

Signal shifts from one time frame or

setting to another

Show the relationships among

experiences and events.

Use precise words and phrases,

relevant descriptive details, and

sensory language to:

Advance the action

Convey experiences and events.

Provide a conclusion that follows

from and reflects on the narrated

experiences or events

Examples:

1. Students write an essay that answers the

question “Who am I?”

2. Students revise narrative writing by using

peer editing.

Question Stems: 1. How does a writer’s knowledge of their

audience and purpose contribute to their

writing?

2. How do graphic organizers or planning

guides support the writer?

3. What are the elements of a well-developed

character?

4. What tools do authors use to create their own

tone and style?

5. How does foreshadowing create

connections for the reader?

6. How does figurative language enhance

writing?

W.8.4 Produce clear andcoherent writing in which thedevelopment, organization, andstyle are appropriate to task,purpose, and audience. (Grade-specific expectations for writingtypes are defined in standards 1–3 above.)

Students will:

Produce clear and coherent writing

in which the development,

organization, and style are

appropriate to task, purpose, and

audience.

Examples:

1. Peer editing

Question Stems:

1. How does the use of correct grammar, usage,

and mechanics add clarity to writing?

2. How do audience and purpose influence a

writer’s use of grammar and mechanics?

3. Is it ever okay to take liberties with

conventions?

4. What tools help a writer edit and enhance

work?

5. How can writers create strong sentence fluency in their work?

6. What is the purpose of applying appropriate

conventions of standard English? How can use

of spelling rules and patterns improve written

communication?

7. When does a writer know he/she has done

enough editing?


Production and Distribution of Writing


W.8.5 With some guidance and

support from peers and adults,

develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a

new approach, focusing on how

well purpose and audience have

been addressed. (Editing for

conventions should demonstrate

command of Language standards

1–3 up to and including grade 8.)

Students will:

Develop and strengthen writing as

needed by: planning, revising, editing,

rewriting, or trying a new approach,

with some guidance and support from

peers and adults.

Analyze how well purpose of writingand audience has been addressed andrevise appropriately.

Examples:

1. Peer editing

Questions-

1. How does the use of correct grammar,

usage, and mechanics add clarity to writing?

2. How do audience and purpose influence a

writer’s use of grammar and mechanics?

3. Is it ever okay to take liberties with

conventions?

4. What tools help a writer edit and enhance

work?

5. How can writers create strong sentence

fluency in their work?

6. What is the purpose of applying appropriate

conventions of standard English? How can

use of spelling rules and patterns improve

written communication?

7. When does a writer know he/she has done

enough editing?

W.8.6 Use technology, including

the Internet, to produce and

publish writing and present the

relationships between

information and ideas efficiently

as well as to interact and

collaborate with others.

Students will:

Use technology, including the

Internet, to produce and publish

writing and present the relationships

between information and ideas

efficiently.

Interact and collaborate with others,

using technology, including the

Internet.

Examples:

1. Use Microsoft Word to bring writing to

publishable form.

2. Use peer editing.

3. Cite sources in MLA or APA format.

Research to Build and Present Knowledge


W.8.7 Conduct short researchprojects to answer a question(including a self-generatedquestion), drawing on severalsources and generatingadditional related, focusedquestions that allow for multipleavenues of exploration.

Students will:

Conduct short research projects to

answer a question.

Draw from several sources.

Generate additional related, focused

questions that allow for multiple

avenues of exploration

Examples:

1. Write extended response answers whose

questions are constructed by teacher.

2. Cite textual evidence from a selected source.

Question Stems:

1. How does a writer’s knowledge of their


writing?

2. How do writers organize their thinking to

include the audience they are addressing?

How do writers convey precise messages to

audiences?W.8.8 Gather relevantinformation from multiple printand digital sources, using searchterms effectively; assess thecredibility and accuracy of eachsource; and quote or paraphrasethe data and conclusions ofothers while avoiding plagiarismand following a standard formatfor citation.

Students will:

Gather relevant information from

multiple print and digital sources.

Use search terms effectively.

Assess the credibility and accuracy

of each source.

Quote or paraphrase the data and

conclusions of others while

avoiding plagiarism.

Follow a standard format for citation.

Examples:

1. Teacher instructs how to determine credible

vs. non-credible sources.

2. Use MLA or APA format.

Question Stems:

1. How does a writer gather information to


writing?

2. Why must opinion pieces include the writer’s

point of view and logically ordered reasons

supported by facts and details?


W.8.9 Draw evidence fromliterary or informational texts tosupport analysis, reflection, andresearch; a. Apply grade 8Reading standards to literature(e.g., “Analyze how a modernwork of fiction draws on themes,patterns of events, or charactertypes from myths, traditionalstories, or religious works suchas the Bible, including describinghow the material is renderednew.”); b. Apply grade 8Reading standards to literarynonfiction (e.g., “Delineate andevaluate the argument andspecific claims in a text [e.g.,identifies bias and propagandatechniques, well-supportedlogical arguments], assessingwhether the reasoning is soundand the evidence is relevant andsufficient; recognize whenirrelevant evidence isintroduced.”).

Students will:

Draw evidence from literary or

informational texts to support analysis,

reflection, and research;

Apply grade 8 Reading standards to

literature (See RL 8.9)

Apply grade 8 Reading standards to

literary nonfiction (See RI 8.8)

Examples:

1. Provide textual examples and use MLA or

APA format to cite sources.

Question Stems: 1. How does a writer gather information to


writing?

2. How do writers monitor their work to

include information that is relevant to

the topic?

W.8.10 Write routinely overextended time frames (time forresearch, reflection, andrevision) and shorter time frames(a single sitting or a day or two)for a range of discipline-specifictasks, purposes, and audiences.

Students will:

Write routinely over extended timeframes and shorter time frames for arange of discipline-specific tasks,purposes, and audiences.

Examples: 1. Use Writer’s Notebooks for daily writing

exercises that are both short and long.

2. Timed writing assessments

Question Stems:

1. How does a writer’s knowledge of their


writing?

2. In what ways does an author use the

setting to create a mood for the story?

3. Why do organized events require a

particular sequence?



the topic?

5. Why does word choice play such an

important part in writing?

6. How can a writer use his/her influence to

persuade readers?


Speaking and Listening Standards

Comprehension and Collaboration


SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly; a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion; b. Follow rules for collegial discussions (e.g., establishing norms: taking turns, paraphrasing, respecting diverse viewpoints), and decision- making (e.g., coming to consensus), track progress toward specific goals and deadlines, and define individual roles as needed; c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas; d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Students will:

Engage effectively in a range of

collaborative discussions with diverse

partners on grade 8 topics, texts, and

issues, building on others’ ideas and

expressing their own clearly:

Come to discussions prepared having

read or researched material under

study explicitly draw on that

preparation by referring to evidence on

the topic, text, or issue to probe.

Reflect on ideas under discussion.

Follow rules for collegial discussions,

and decision-making.

Track progress toward specific

goals and deadlines.

Define individual roles as needed.

Pose questions that connect the ideas

of several speakers.

Respond to others’ questions and

comments with relevant evidence,

observations, and ideas.

Acknowledge new information

expressed by others.

Qualify or justify own views in light of

the evidence presented.

Examples:

1. Teacher-led discussions on ideas found in text.

2. Student generated questions that pertain to

the text being read at the time.

Question Stems: 1. How do speaker monitor their language to

include information that is relevant to the

topic?

2. Why must opinion pieces include the

speaker’s point of view and logically ordered

reasons supported by facts and details?

3. How can a speaker use his/her influence to

persuade readers?

4. How does a speaker respond to

others in a respectful and engaging

manner?

SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively/data-related, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Students will analyze the purpose of

information presented in diverse

media

and formats.

Students will evaluate the

motives behind its presentation.

Examples:

1. Teacher uses selected music or movie thatrelates to clarifies topic, text or issue under

study.

SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Students will:

Delineate a speaker’s

argument and specific claims.

Assess whether the reasoning is sound

and the evidence is relevant and

sufficient.

dentify when irrelevant evidence is

introduced.

Examples:


technique, organization and purpose.

Question Stems:




audiences?


Presentation of Knowledge and Ideas


SL.8.4 Present claims and

findings, emphasizing salient

points in a focused, coherent

manner with relevant evidence,

sound valid reasoning, and well-

chosen details; use appropriate

eye contact, adequate volume,

and clear pronunciation.

Students will:

Present claims and findings.

Emphasize salient points in a focused,

coherent manner with:

Relevant evidence

Sound valid reasoning

Well-chosen details.

Use appropriate eye contact, adequate

volume, and clear pronunciation.

Examples:

2. Students present argument, research or

informational paper through multimedia

presentation: PowerPoint or Prezi.

Question Stems:

1. How can the use of correct vocabulary,

grammar, usage and mechanics add clarity

to writing?


include information that is relevant to the

topic?

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Students will:

Integrate multimedia and visual displays into presentations to:

Clarify information

Strengthen claims and evidence

Add interest.

Examples:

1. Students present argument, research orinformational paper through multimedia

presentation: PowerPoint or Prezi.

Question Stems:



the topic?

2. Why must opinion pieces include the

writer’s point of view and logically ordered

reasons supported by facts and details?

3. How can a writer use his/her influence to

persuade readers?

SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

Students will:

Adapt speech to a variety of contexts

and tasks.

Demonstrate command of formal

English when indicated or

appropriate. (See L 8.1 and L8.3)

Examples:

1. Students present argument, research or

informational paper through multimediapresentation: PowerPoint or Prezi.

Question Stems:




audiences?

Language Standards

Conventions of Standard English


L.8.1 Demonstrate command ofthe conventions of standard

English grammar and usage

when writing or speaking; a.

Explain the function of verbals

(gerunds, participles, infinitives)

in general and their function in

particular sentences in order to

apply the conventions of

English; b. Form and use verbs

in the active and passive voice;

c. Form and use verbs in the

indicative, imperative,

interrogative, conditional, and

subjunctive mood; d. Recognize

and correct inappropriate shifts

in verb voice and mood.

Students will:

Demonstrate command of the

conventions of Standard English

grammar and usage when writing or

speaking.

Explain the function of verbals

(gerunds, participles, infinitives) ingeneral and their function in particularsentences in order to apply theconventions of English.

Form and use verbs in the active

and passive voice.

Form and use verbs in the indicative,

imperative, interrogative, conditional,

and subjunctive mood.

Recognize and correct inappropriate

shifts in verb voice and mood.*(see pg.

14 of AAS—Language Progressive

Skills, by Grade)

Examples:

1. Peer editing of student papers or presentations.

Question Stems:


grammar, usage, and mechanics add clarity

to writing?

2. How is revising a piece of writing as essentialas the initial effort?


L.8.2 Demonstrate command ofthe conventions of standardEnglish capitalization,punctuation, and spelling whenwriting; a. Use punctuation(comma, ellipsis, dash) toindicate a pause or break; b. Usean ellipsis to indicate anomission; c. Spell correctly.

Students will:

Demonstrate command of the

conventions of standard English when

writing

Capitalization

Punctuation

Spelling

Use punctuation (comma, ellipsis,

dash) to indicate a pause or break.

Use an ellipsis to indicate an omission.

Spell correctly.

Example:

1. Use Daily Oral Language (DOL).

2. E-Reading Worksheets.com

Question Stems:



to writing?

2. How is revising a piece of writing as

essential as the initial effort?

Vocabulary Acquisition and Use


L.8.3 Use knowledge oflanguage and its conventionswhen writing, speaking, reading,or listening; a. Use verbs in theactive and passive voice and inthe conditional and subjunctivemood to achieve particulareffects (e.g., emphasizing theactor or the action; expressinguncertainty or describing a statecontrary to fact).

Students will:

Use knowledge of language and its

conventions when writing, speaking,

reading, or listening;

Use verbs in the active and passivevoice and in the conditional andsubjunctive mood to achieve particulareffects.

Example:



Question Stems:


grammar, usage, and mechanics add clarity to

writing?



L.8.4 Determine or clarify themeaning of unknown andmultiple-meaning words orphrases based on grade 8 readingand content, choosing flexiblyfrom a range of strategies; a.

Determine meanings ofunfamiliar words by usingknowledge of word structure,(prefixes/suffixes, base words,common roots, or word origins),context (e.g., the overallmeaning of a sentence orparagraph; a word’s position orfunction in a sentence),knowledge of language structureincluding using context cluesand prior knowledge; b. Usecommon, grade- appropriateGreek or Latin affixes and rootsas clues to the meaning of aword (e.g., precede, recede,secede); c. Consult general andspecialized reference materials(e.g., dictionaries, glossaries,and thesauruses), both print anddigital, to find the pronunciationof a word or determine or clarifyits precise meaning or its part ofspeech; d. Verify thepreliminary determination of themeaning of a word or phrase(e.g., by checking the inferredmeaning in context or in adictionary).

Students will:

Determine or clarify the meaning of

unknown and multiple- meaning

words or phrases based on grade 8

reading and content, choosing flexibly

from a range of strategies.

Determine meanings of unfamiliar

words by:

Using knowledge of word structure, (prefixes/suffixes, base words, common roots, or word origins),

Context

Knowledge of language structure

including using context clues and

prior knowledge.

Consult general and specialized

reference materials both print and

digital, to:

Find the pronunciation of a word Determine or clarify its

precise meaning or its part of speech.

Verify the preliminarydetermination of the meaning ofa word or phrase (e.g., bychecking the inferred meaning incontext or in a dictionary).

Example: 1. Use Daily Oral Language (DOL).


Question Stems:



to writing?




L.8.5 Demonstrate

understanding of figurative

language, word relationships,

and nuances in word meanings;

a. Interpret the intent or meaning

of figures of speech (e.g., verbal

irony, puns, mixed metaphor) as

used in context; b. Use the

relationship between particular

words (e.g.,

synonyms/antonyms, analogies)

to better understand each of the

words; c. Distinguish among the

connotations (associations) of

words with similar denotations

(definitions) (e.g., bullheaded,

willful, firm, persistent,

resolute).

Students will:

Demonstrate understanding of

figurative language

Word relationships

Nuances in word meanings;

Interpret the intent or meaning of

figures of speech as used in context.

Use the relationship between particular

words (e.g., synonyms/antonyms,

analogies) to better understand each of

the word.

Distinguish among the

connotations (associations) of

words with similar denotations

(definitions).

Example:



Question Stems:



to writing?



L.8.6 Acquire and accurately usegrade- appropriate generalacademic and domain- specificwords and phrases; gathervocabulary knowledge whenconsidering a word or phraseimportant to comprehension orexpression.

Students will:

Acquire and accurately use grade-

appropriate general academic and

content-specific words and phrases.

Gather vocabulary knowledge when

considering a word or phrase

important to comprehension or

expression.

Example: 1. Use Daily Oral Language (DOL).


Question Stems:



to writing?




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8th Grade - matsuk12.us